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Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
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Abstract Two experiments were designed to further examine the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment six groups of secondary school students processed 20 principles at the levels of knowledge, comprehension, application, analysis, synthesis and evaluation respectively. The percentages of correctly recalled principle names, were adjusted for the fact that increasingly fewer students successfully completed the taxonomic orienting questions as their level increased from knowledge to evaluation. After adjustment these measures of incidental memory demonstrated a dichotomy of performance, with students who successfully synthesised or evaluated the material being superior. Also recorded in this experiment were measures of working memory and field dependence/independence. These scores proved to be better predictors of student performance on the taxonomic orienting tasks at the higher levels of the taxonomy, and they correctly ordered the levels of analysis, synthesis and evaluation. It was suggested that they provided some independent support for Bloom's contention that the complexity of the cognitive operations required to complete the taxonomic tasks increases with their level. The second experiment manipulated the six taxonomic orienting tasks in a repeated measures design, which required all students to process principles at each of the six levels in order from knowledge to evaluation. While there were minor differences in performance between the Year 7 and the Year 11 students who participated in this study, the adjusted incidental memory data again revealed a performance dichotomy with synthesis and evaluation forming the superior category. That the students demonstrated superior performance after synthesising and evaluating material, was interpreted as support for the continued practice of teaching them to operate at the higher taxonomic levels. This support was qualified, however, by noting that the benefits were confined to those who successfully completed the higher tasks. 相似文献
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?ebnem Feriver Gaye Teks?z Refika Olgan Alan Reid 《Environmental Education Research》2016,22(5):717-746
In this study, we discuss findings from a small-scale project evaluating an in-service teacher training programme focused on ‘perspective transformation’ in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood teachers, based on a variety of Mezirowian-inspired adult education activities. Data were gathered using a mixed method research design, from 24 early childhood educators, through learning diaries, a Learning Activities Survey and follow-up interviews. Initial findings illustrate the range of transformations possible in the teachers’ perspectives during and after the training workshops. Influential factors in facilitating perspective transformation are shown to be the content, structure and sequencing of the training, and peer support. We conclude that transformative learning techniques offer a viable framework for engaging practicing early childhood teachers with EfS and also discuss implications for teacher preparation in both areas. 相似文献
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Gaye Tuncer Hamide Ertepinar Ceren Tekkaya Semra Sungur 《Environmental Education Research》2005,11(2):215-233
The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n?=?765 girls; n?=?715 boys; and n?=?17 gender not provided) attending public (n?=?603) and private schools (n?=?892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey. 相似文献
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Recent trends in geriatric care have focused on the importance of teamwork through interdisciplinary interaction as a means of improving and maintaining the quality of life for clients and their families, while at the same time fostering professional growth of the health care providers. However, the literature is sparse on how university students are prepared through interdisciplinary team approaches to work effectively with geriatric clients in a diverse cultural environment. This article discusses how one undergraduate course was developed and implemented using an interdisciplinary focus to help students learn about ethnicity, health, and older adults. To begin the interdisciplinary focus, an interdisciplinary advisory team was assembled. This team was instrumental in guiding the process of planning, implementing, and evaluating this course. Recommendations from both the students and the advisory team demonstrate that a combination of team learning and multicultural education is essential to empower students to acquire skills for cross‐cultural work. 相似文献
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Tuchman AM 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):34-57
Marie E. Zakrzewska (1829-1902) is known among historians of women and medicine for her advocacy of the natural sciences at a time when most women physicians preferred to emphasize their nurturing qualities. This article suggests that Zakrzewska's views have been poorly understood because scholars have tried to position them along a fault line that divides femininity and sympathy from masculinity and science. It suggests instead that feminist scholarship on the "situatedness of gender" offers a more promising conceptual framework for understanding the diverse strategies women (and men) have utilized in trying to achieve their goals. Zakrzewska, unlike many of her colleagues, did not seek to empower feminine virtues as a way of justifying women's entry into the medical profession. Instead, she tried to reappropriate science for women and to use it as a weapon against the barriers designed to keep women out of the public sphere. She was fighting her own battle against the gendering of science. 相似文献
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Gaye Rosen 《Research in Science Education》1979,9(1):133-143
Conclusions It should be pointed out that the results of this study showed the students did just as well, and sometimes better, in a gaming
situation when compared with traditional revision situations. Therefore games were as good as, and sometimes a better revision
aid than, other more traditional means such as video tapes and slides. Hence games could be useful as a means of providing
variety and active student involvement in the classroom. Further, the acceptance of games did not appear to be dependent,
to any large extent, on personality factors such as need for achievement, need for affiliation, and cognitive level. This
seemed to be an indication that games were suitable for use with a broad spectrum of students. 相似文献
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Although the number of women in management and administrative positions in all sectors of the economy is increasing over time, the majority of senior positions are still held by men. The lack of women role models in high management and administrative positions has been well documented, as has the lack of women faculty in many academic departments, and barriers to women's leadership due to male‐orientated organizational expectations. Research has shown that mentoring can significantly enhance income and promotion possibilities for individuals experiencing these relationships. In academe, mentoring awareness can reduce barriers to women's career advancement, tenure and pay. The objectives of this study were to explore mentoring functions senior women provided to their juniors and identify mentoring limitations women faced in academe. Senior women favored career mentoring and provided less psychosocial support. Subsequently, the classical mentoring experience is not realized. Research findings suggested recommendations for academic institutions interested in utilizing this strategy to advance women. 相似文献
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ABSTRACTHomeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable. 相似文献